<![CDATA[Higher Order Thinking Skills (HOTS)-based assessment is a key requirement in the implementation of the Merdeka Curriculum, particularly in Indonesian language learning at the junior secondary school level. However, writing assessment practices for descriptive texts in schools still tend to emphasize final products and have not fully accommodated the measurement of students’ higher-order thinking skills. This study aims to describe and formulate a HOTS-based assessment instrument model for descriptive text writing skills in Grade IX junior high school, integrating the domains of attitudes, knowledge, and skills. This research employed a descriptive qualitative approach through a conceptual review and document analysis. The data sources included the Indonesian Language Learning Outcomes of the Merdeka Curriculum Phase D, instructional documents for descriptive text writing, and relevant scholarly literature on HOTS-based and authentic assessment. Data analysis was conducted by mapping learning indicators to HOTS cognitive levels (C4–C6), followed by the formulation of appropriate assessment instruments and analytic scoring rubrics. The findings indicate that the developed assessment instrument model is capable of measuring students’ abilities to analyze, evaluate, and create descriptive texts, while also providing a comprehensive depiction of both learning processes and outcomes. This model is practical, contextual, and aligned with the principles of authentic assessment, making it a useful reference for Indonesian language teachers in implementing HOTS-based assessment in junior high schools. ABSTRAKPenilaian berbasis Higher Order Thinking Skills (HOTS) merupakan salah satu tuntutan utama dalam implementasi Kurikulum Merdeka, khususnya pada pembelajaran Bahasa Indonesia di jenjang Sekolah Menengah Pertama. Namun, praktik penilaian menulis teks deskripsi di sekolah masih cenderung berfokus pada produk akhir dan belum sepenuhnya mengakomodasi pengukuran kemampuan berpikir tingkat tinggi peserta didik. Penelitian ini bertujuan untuk mendeskripsikan dan merumuskan model instrumen penilaian HOTS pada keterampilan menulis teks deskripsi kelas IX SMP yang mencakup ranah sikap, pengetahuan, dan keterampilan secara terpadu. Penelitian menggunakan pendekatan kualitatif deskriptif melalui kajian konseptual dan analisis dokumen. Sumber data meliputi dokumen Capaian Pembelajaran Bahasa Indonesia Kurikulum Merdeka fase D, perangkat pembelajaran menulis teks deskripsi, serta berbagai literatur ilmiah yang relevan dengan penilaian autentik dan penilaian berbasis HOTS. Analisis data dilakukan dengan memetakan indikator pembelajaran ke dalam level kognitif HOTS (C4–C6), kemudian merumuskan bentuk instrumen dan rubrik penilaian analitik. Hasil kajian menunjukkan bahwa model instrumen yang dikembangkan mampu mengukur kemampuan menganalisis, mengevaluasi, dan mencipta dalam kegiatan menulis teks deskripsi, serta memberikan gambaran komprehensif mengenai proses dan hasil belajar peserta didik. Model instrumen ini bersifat aplikatif, kontekstual, dan selaras dengan prinsip asesmen autentik, sehingga dapat dijadikan referensi praktis bagi guru Bahasa Indonesia dalam mengimplementasikan penilaian HOTS di SMP.]]>
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